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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora Global Education Journal Bayan: Jurnal Studi Islam dan Humaniora
Muhammad Fariq Heemal Attruk
International Islamic University Malaysia
Religion Arts Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Arabic as an Epistemological Foundation of Islamic Education and Qur’anic Exegesis Muhammad Fariq Heemal Attruk; Budi Satriadi; Nisak Ul Mujahidah
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 4 (2026): Takuana (January-March)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i4.328

Abstract

This article examines Arabic as an epistemological foundation of Islamic education and Qur’anic exegesis. Moving beyond instrumental and symbolic conceptions of language, it argues that Arabic functions as an epistemological medium through which Islamic knowledge is constructed, Qur’anic meaning is produced, and interpretive authority and validity are established. Employing a conceptual integrative literature review, the study synthesizes scholarship from Arabic linguistics, Qur’anic studies, and Islamic education to demonstrate that meaning, authority, and epistemic legitimacy are linguistically mediated through Arabic semantic, syntactic, rhetorical, and phonetic structures. The analysis further highlights the epistemic consequences of detaching Islamic education from Arabic linguistic competence. While translation and multilingual pedagogical practices broaden access to religious knowledge, they necessarily involve interpretive transformation rather than semantic equivalence, with implications for depth of understanding, interpretive plurality, and epistemic accountability. Drawing on illustrative insights from non-Arabophone Muslim societies, the article clarifies how linguistic mediation becomes particularly visible in multilingual educational and interpretive contexts. By reframing Arabic from an auxiliary component to an epistemological foundation, this study contributes to contemporary debates on language, interpretation, and education in Islamic studies and offers a conceptual framework for critically evaluating pedagogical and interpretive practices within an increasingly mediated religious landscape.
Generative AI in Arabic Grammar Learning: A Critical Review of Pedagogical Benefits and Linguistic Limitations Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 1 (2026): Takuana (April-June)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i1.493

Abstract

The rapid development of generative artificial intelligence (AI) has significantly influenced Arabic language education, particularly in the learning of nahwu (syntax) and shorof (morphology). This study aims to critically examine the pedagogical benefits and linguistic limitations of generative AI in Arabic grammar learning through a narrative literature review approach. The study analyzes recent scholarly works on AI-assisted Arabic language instruction and grammatical analysis. The findings reveal that generative AI supports independent learning, provides immediate feedback, and increases learner engagement. However, persistent limitations remain in handling complex syntactic structures, contextual ambiguity, and accurate grammatical interpretation. The review also highlights concerns regarding learners’ overreliance on AI and the continuing need for teacher supervision. The study concludes that generative AI should function as a supportive instructional tool rather than a fully autonomous learning authority in Arabic grammar education.
Critical AI Literacy in Arabic Language Education: Rethinking Teacher Roles, Ethics, and Curriculum in the Age of Generative AI Muhammad Fariq Heemal Attruk; Nik Hanan Mustapha
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1714

Abstract

This study examines the growing role of generative artificial intelligence (AI) in Arabic language education and highlights the increasing need for critical AI literacy among learners and teachers. While AI tools offer opportunities to support grammar learning, vocabulary development, writing practice, and independent learning, concerns remain regarding accuracy, overreliance, academic integrity, and the decline of critical thinking. The study aims to explore the need for critical AI literacy in Arabic language learning, examine the changing role of teachers, identify institutional and ethical challenges, and propose a conceptual framework for future practice and research. A Narrative Literature Review (NLR) approach was employed to synthesize and critically interpret relevant studies. Literature was collected from Scopus and Google Scholar, resulting in 26 primary studies that were analyzed through thematic synthesis. The review identified six major themes: critical AI literacy as a pedagogical necessity, the repositioning of teachers, infrastructure and policy challenges, academic ethics and integrity, teacher professional development and AI-responsive curriculum design, and the development of a critical AI literacy framework. Based on these findings, the study proposes a preliminary framework consisting of evaluative linguistic skills, awareness of AI limitations, human–AI collaboration, the use of morphology-aware and adaptive AI tools, and the integration of digital technologies with sound pedagogical practices. The study concludes that effective AI integration in Arabic language education requires critical engagement, informed human judgment, teacher preparedness, and context-sensitive educational policies.
The Role of Islamic Boarding Schools in Instilling the Basis of Arabic as the Foundation of Islamic Religious Education in Indonesia Muhammad Fariq Heemal Attruk
BAYAN: Jurnal Studi Islam dan Humaniora Vol. 2 No. 1 (2026): Januari 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic boarding schools (pondok pesantren) play a strategic role in the development of Islamic Education (PAI) in Indonesia, particularly by establishing Arabic language proficiency as a foundation for Islamic literacy. Arabic is not merely treated as a linguistic subject; it is positioned as an epistemological prerequisite for accessing primary sources of Islamic teachings, such as the Qur'an, hadith, and classical texts. This article aims to synthesize narratively the findings of research related to the role of Islamic boarding schools in instilling Arabic proficiency as the basis for Islamic Education in Indonesia. This study employs a Narrative Literature Review (NLR) approach, examining literature sourced from the SCOPUS, GARUDA, and Google Scholar databases. The literature was selected purposively based on its relevance to the context of pesantren, Arabic language learning, and its connection to PAI comprehension. The analysis is conducted through narrative synthesis to identify patterns in findings, learning mechanisms, and the epistemological implications of Arabic within pesantren education. The review reveals that pesantren consistently position Arabic as the epistemological foundation of PAI through the mastery of syntax and morphology (nahwu and sharaf), the habituation of reading classical texts (kitab kuning), the creation of an Arabic-language environment (bi'ah lughawiyyah), and the integration of Arabic into the curriculum and religious activities. Proficiency in foundational Arabic demonstrably has a direct implication on the quality of students' religious understanding, the formation of religious character, and their intellectual readiness for advanced Islamic studies. This article concludes that strengthening Islamic Education in pesantren is inseparable from reinforcing Arabic language proficiency as both a foundational discipline and the primary medium of religious learning. These findings carry significant implications for the development of policy and practice in pesantren education and open avenues for further research concerning the relationship between Arabic proficiency and PAI outcomes across various pesantren models.
Co-Authors Budi Satriadi Nik Hanan Mustapha Nisak Ul Mujahidah